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What an educational system does

Each educational system operating within the humanistic paradigm conducts a creative search and finds its own content, methods,
learning tools like and education. The humanistic approach implies freedom and creativity of both students and teachers.
and teachers.
The humanistic paradigm entered the post-1991 educational space not by order of the Ministry,
but at the initiative of and local teachers. It is highly relevant for
It is highly relevant to our country because it exalts the human being - a phenomenon of culture, education, and nature.
It is believed that this paradigm is temporary for us,
until society develops an adequate self-esteem, until
we internalize the main values of the humanist
philosophy of the late nineteenth and early twentieth centuries and a democratic society. In all likelihood, sooner or later we will return to providing high intellectual potential for school graduates. But there is a known truth: nothing is more permanent than the temporary! And judging from
to all appearances, the humanistic paradigm will be in demand in our country
for decades to come.

"The student, whose mood is largely
is for the most part created by the environment at
at every turn, where he learns, must
see before him only the high,
strong and graceful... God protect him from
of scrawny trees, broken windows, gray
walls and doors upholstered with tattered oilcloth."
A Boring Story."
1.7.1 History
In the first third of the 20th century, the idea of environmental education
found practical embodiment in domestic pedagogy
environment and in the practice of social education. Some representatives of pedagogy identified the environment itself with education in it and turned it into a central concept.
- It is not the educator that educates, but the environment", - only by the end of the 1930s the formula "environment - heredity - education" appeared.
At the same time, the goal in accordance with the guidelines of "socialist upbringing" was associated with a certain type of personality. The means of realization of the goal was thought to be a broad social environment, and its organizer - a teacher. It was considered possible and necessary to change the environment for educational purposes.
To make use of its educational potential meant organizing various excursions, observations, and research with the help of the project method, the brigade-laboratory method, and the political method.
method, to involve children in political campaigns, and in socially useful work. The environment was seen as not only
the "main lever of upbringing" in the "great pedagogical process but also as a condition of learning

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